VCAA- Study Design

Atkinson-Shiffrins multistore model of memory including maintenance and elaborative rehearsal, serial position effect and chunking Alan Baddeley and Graham Hitchs model of working memory: central executive, phonological loop, visuo-spatial sketchpad, episodic buffer Levels of processing as informed by Fergus Craik and Robert Lockhart Organisation of longterm memory including declarative (episodic and semantic) and procedural memory, and semantic network theory

Models for explaining human memory

Badelley and Hitchs Model of Working Memory
Atkinson Shiffrins Multi-Store Model 1968 1974 Craik and Lockharts Levels of Processing Framework. 1972

MODELS OF MEMORY

Before we embark please do the following

1. Read the handout revising content for concept OR 2 Watch the video.

What is it?
Represents memory as consisting of 3 separate components Sensory

Short- Term

Long-Term

Each component represents a place where information is held and processed

Component
Sensory register

Function
the entry point for all new information into memory from the external environment transferred to ST store if attended to (or may bypass and go directly to LT store) but decays and disappears if not attended to

Capacity
vast quantities

Duration
up to several hundred milliseconds (four seconds)

Short-term (ST) store

holds all information that we are consciously aware of at any point in time receives information from both the sensory register and the LT store temporary working memory enabling performance of everyday tasks

limited to about 7 items at the same time

7+ 2

usually about 30 seconds may be more than 30 seconds if a conscious effort is made, e.g. maintenance rehearsal or actually using the information

Long-term (LT) store

stores information relatively permanently in a highly organised way

unlimited

potentially for a lifetime (but loss/forgetting is possible)

Features of Atkinson- Shiffrin Model

Memory is represented as a multi-store rather than a single system Information flows from one store to another in stages (but some information may go straight from sensory to long-term memory store

Sensory register is the entry point for all new information into memory
Information is stored in an organised way in the long-term store

What is Sensory Memory

This is the entry point of memory, the memory system in which incoming sensory information is received and temporarily retained in its original sensory form for a very brief period of time. An important function of sensory memory is that it stores raw sensory impressions long enough so that they overlapthis way we perceive the world as continuous. FLIP BOOK ACITIVITY

SPERLINGS
(1960s Classic experiment on duration of iconic memory)

Sensory Register vs Sensory Memory

Sensory MEMORY is the definition used to refer to the storage of ALL types of incoming sensory information Sensory REGISTER is the definition used to refer to the store for each specific type of sensory information. All sensory information is RAW unless attended to, once attention has been given, ENCODING and transfer to STM (short term memory) takes place.

Type of Sensory Memory Function

Duration

ICONIC MEMORY

Visual sensory memory that stores visual images in their original sensory form

0.2 0.4 seconds

ECHOIC MEMORY

Auditory sensory memory that stores sound in their original sensory form

3 4 seconds

STM
A memory system with limited storage capacity and duration.
Information is stored for a short period of time, unless renewed or rehearsed in some way- (This is now known as working memory) STORAGE CAPACITY 7+2 (seven items plus or minus two)

STORAGE DURATION: about 18 second (if information is not rehearsed and rarely beyond 30 seconds
http://faculty.washington.edu/chudler/stm0.html

STM as WORKING MEMORY

STM memory is also known as working memory because it is the active part of memory where information from sensory memory and long-term memory are worked on or processed. .

CHUNKING

CHUNKING
WHAT IS CHUNKING?

the gouping or packing of separate bits of infmraiton into larger single unit or chunk of information
HOW DOES CHUNKING INCREASE CAPACITY OF STM?

By organising the 9+ items into bigger, single chinks of information (this way the capacity is increased however the 7+2 bits remains the same)

REHEARSAL
MAINTENANCE REHEARSAL
DIFFERENT FROM

ELABORATIVE REHEARSAL

Continual repetition of information (vocally or subvocally to retain as long as required

The process of linking new information in a meaningful way with information already stored in memory or with other new information to aid in its storage and retrieval from LTM More active and effortful process Focuses on meaning of information Assists with encoding for LTM and more effective for storage Easier to retrieve from LTM

Simple repetition Does not focus on meaning of information Does not assist with encoding for LTM not very effective for storage. Difficulty in retrieval from LTM

Self-Referent Effect
When we relate new information to personal experiences and to our personal situation in some way, we are more likely to remember it.

NEXT LESSON
-MEMORY MODELS #2 AND #3

CRAIK AND LOCKHART and

BADDELEY AND HITCH READ!!!

Levels of Processing Model of Memory

The levels of processing model of memory (Craik and Lockhart, 1972) was put forward partly as a result of the criticism leveled at the multi-store model. Instead of concentrating on the stores/structures involved (i.e. short term memory & long term memory), this theory concentrates on the processes involved in memory.

Unlike the multi-store model it is a non-structured approach. The basic idea is that memory is really just what happens as a result of processing information.

 Psychologists Craik and Lockhart propose that memory is just a by-product of the depth of processing of information and there is no clear distinction between short term memory and long term memory Depth is defined as "the meaningfulness extracted from the stimulus rather than in terms of the number of analyses performed upon it.

Using your textbook page 314 Annotate the flag to show levels of processing.

Shallow Processing
This takes two forms 1. Structural processing (appearance) which is when we encode only the physical qualities of something. E.g. the typeface of a word or how the letters look. 2. Phonemic processing which is when we encode its sound. Shallow processing only involves maintenance rehearsal (repetition to help us hold something in the STM) and leads to fairly short-term retention of information. This is the only type of rehearsal to take place within the multi-store model.

Deep Processing
This involves

3. Semantic processing, which happens when we encode the meaning of a word and relate it to similar words with similar meaning. Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge.

SUMMARY
Levels of processing: The idea that the way information is encoded affects how well it is remembered. The deeper the level of processing, the easier the information is to recall.

Evaluation of the Levels of Processing Model

Strengths The theory is an improvement on Atkinson & Shiffrins account of transfer from STM to LTM. The levels of processing model changed the direction of memory research. It showed that encoding was not a simple, straightforward process. This widened the focus from seeing long-term memory as a simple storage unit to seeing it as a complex processing system. Craik and Lockhart's ideas led to hundreds of experiments, most of which confirmed the superiority of 'deep' semantic processing for remembering information. It explains why we remember some things much better and for much longer than others. This explanation of memory is useful in everyday life because it highlights the way in which elaboration, which requires deeper processing of information, can aid memory.

Evaluation of the Levels of Processing Model

Weaknesses Despite these strengths, there are a number of criticisms of the levels of processing theory: It does not explain how the deeper processing results in better memories.

Deeper processing takes more effort than shallow processing and it could be this, rather than the depth of processing that makes it more likely people will remember something.
The concept of depth is vague and cannot be observed. Therefore, it cannot be objectively measured

 The working memory is a more active and complex model The model has four components:
The central executive The episodic buffer Two slave systems (the visuo-spatial sketchpad and the phonological loop)

 The central executive coordinates the processes of the slave systems. The visuo-spatial sketchpad manipulates visual information.

The phonological loop manipulates auditory information.

The episodic buffer binds information from the slave systems with information from the long-term memory.

Procedural Memory
The act of walking, swimming, driving a car, typing, kicking football- these are all routine procedures Once learned, the skill moves to our LTM and can be retrieved when needed It becomes an automatic action (we do it without thinking about it) Even patients with amnesia can do these things

Declarative Memory
This is the fact memory The ability to learn specific information such as names, dates, words, figures, images and ideas

This type of memory can then be divided into two further types of LTM

EPISODIC and SEMANTIC

Episodic Memory
This is our memory of episodes or events, our record of personal experiences.

Episodic memory is related to our own personal life- eg 5th birthday, first kiss, a robbery at the supermarket, concert etc
Think of this as a T.V episode of your life stored in LTM

These episodes can be easily forgotten when new more interesting things happen eg 18th Bday

 This is the memory of meaningful facts.

Semantic Memory

It is the storage of all the basic factual knowledge we acquire during our life Eg names of things, days of the week, meanings of words, countries and their capital cities, colours of the rainbow - ROYGBIV

We are unlikely to forget these facts

Identifying types of LTM

1. Describing your first day in Y7

2. Slam dunking a basketball

3. Recalling the team that won the cricket world cup in 2003

4. Solving a crossword puzzle

5. Sending a text message on a mobile 6. Placing an order in a fish and chips shop

Identifying types of LTM

7. Describing the plot of a novel 8. Playing hide and seek 9. Calculating a mean score 10. Giving directions to the principals office

11. Writing a Psych report

12. Writing a computer program 13. Playing monopoly LTM HANDOUT

SEMANTIC NETWORK THEORY

SEMANTIC NETWORK THEORY

This theory proposes that information in LTM are organised systematically

When you trigger a memory in one area, it stimulates the neurons to react in stored information that you have linked to that idea
Eg RED- colour, blood, apple, fire engines etc Here, facts or pieces of information which are related to each other are stored close to each other. The closer the association between two pieces of information, the easier it is to recollect one when the other is used as a cue.

SEMANTIC NETWORK THEORY

Think of this theory as a filing cabinet We story information that are relevant to each other next to each other When we pull out one file, the others around it will also be moved

REVIEW QS pgs 363-366

1. Why is organisation necessary in LTM?

2. How does retrieval of information from LTM occur?

3. What is the Semantic Network Theory? 4. Draw your own small segment of a semantic network using the word BOOK

SERIAL POSITION EFFECT

TEST

Serial Position Effect

Recall of items is best for items at the end and better at the beginning of a list than for items in the middle of the list. This is why we have a U shape when we plot results on a list

Primacy Effect
This is the recall of words at the beginning of a list

Eg

1. Dog 2. Cat The first few words in a list are

3. Butterfly
4. Wand 5. Scot 6. Jenny

correctly remembered

Recency Effect
This is where there is correct recall of words or items and the end of a list Eg 1. Dog 2. Cat

3. Butterfly
4. Wand 5. Scot 6. Jenny Last few words remembered

Review Qs pg 371
1. 2. 3. 4. What is the serial position effect? What are the Primacy and Recency Effects? Why are items in the middle of a list recalled the least? Imagine you are applying for a job and you have been called for an interview time- at what part of the day would you like to be interviewed to have the best chance at getting the job?

Explain your answer with reference to the serial position effect